The "Teaching" Reading Workshop
- 1. Creating Powerful Instructional Frameworks to Support ALL Readers Presented by Angela Maiers, 2007
- 2. What is the best way to TEACH reading? What kind of readers do we want our TEACHING to develop?
- 3. If... Then 5 T’s T ime T ext T alk T ask T each Passionate Inquisitive Strategic Confident Flexible Efficient Enduring Open Minded Thoughtful
- 4. Change Talk about/around text Expand definition of Comprehension Develop Novice toward Expertise "Teaching" Reading
- 5. Mini Lesson Reading Application Sharing Workshop Framework
- 20. Schedule
- 21. Mini Lesson( 10-15 min) Reading Application Sharing “ Private Practice” Conferencing “ Small Group” Guidance
- 22. Mini Lesson( 10-15 min) Skills and Strategies (competencies) Genre (extensive and intensive) Sustainable Habits and Behaviors (life long learning)
- 24. Where Do I Begin???
- 25. Establish Routines where to sit during reading time giving a book talk how to be a good listener in a share session what is an appropriate noise level during reading time what to do when you finish a book what kinds of questions to ask during a share session running a small group share session self-evaluation getting ready for a conference how to have a peer conference where to sit during mini-lessons taking care of books keeping track of books read rules of the workshop
- 26. Posters by Beth Newingham
- 27. Posters by Beth Newingham
- 28. Posters by Beth Newingham
- 31. Choose Your Path “ One Text at a Time” Broad Units of Study Long Term Systematic Framework
- 32. Genre: Format: Task/Purpose: “ ONE TEXT AT A TIME” Attitude/Stance Strategies/Tools Behaviors/Actions TEXT
- 33. Literature Example Q: What have I taught students today that will make them a stronger, more competent R/W/T the next time they pick up a text like this? Code Breaker Meaning Maker Text User Text Critic REFLECT Friday Thursday Wednesday Tuesday Monday
- 34. "Units of Study" vs. Scope and Sequence
- 35. Posters by Beth Newingham
- 36. Long Term Systematic Plannning
- 40. Genre Fiction Genre Fiction Genre Non-Fiction Genre Non-Fiction Genre Fiction Genre Fiction Shared Reading Shared Reading Shared Reading Shared Reading Shared Reading Shared Reading Week 6 Week 5 Week 4 Week 3 Week 2 Week 1
- 41. Prefixes Prefixes Base Word Base Word Context clue Context clues Vocabulary Vocabulary Vocabulary Vocabulary Vocabulary Vocabulary -Elements of Fantasy -compare to Realism -Review Plot -main idea Elements of Fantasy -plot -character traits -types of characters: -static / dynamic -non-fiction -photo/ captions -bold print -glossary -main idea -Problem and Solution -non-fiction -headings / subheadings -table of contents -index -Cause and Effect -historical fiction -critical features -punctuation “ “ -dialogue -plot -character feelings -historical fiction -Schema Activation-historical event -connect life to real event in history -punctuation . ? ! -plot (introduction, problem, conclusion) Genre Fantasy Genre Fantasy Genre Non-Fiction Genre Non-Fiction Genre Historical F Genre Historical F Shared Reading Shared Reading Shared Reading Shared Reading Shared Reading Shared Reading Week 6 Week 5 Week 4 Week 3 Week 2 Week 1
- 42. Planning for Daily Intentional Teaching What do my students need to know? What strategies/knowledge help them as readers? In what way does this “strategy” look different across genre? How will I make this strategy or understanding clear to them? What language will I use? What texts/materials will best support this instruction? How can/will I connect this work to writing? How will I collect evidence that can help me determine how well students have grasped this new understanding?
- 43. What are the other kids doing?
- 44. Read to Self
- 45. Read to Someone
- 46. Work on Writing
- 47. Work on Words
- 49. Full Disclosure : Clarify Expectations Explicitness : Describe the Practice Demonstrate : Make it Visible Practice w/ Guidance : Scaffolding Private Practice : Student Application Share and Reflect SUCCESS Guaranteed